What is process-oriented play?
Process-oriented play is play in which the experience of exploring matters more than any finished result. A child painting, pouring, building or pretending is working out how materials behave and what they can do with them. The adult does not set a target such as “make a picture of a flower” and does not judge the outcome.
Some early childhood sources list process-oriented as one of the common characteristics of play, along with being pleasurable, intrinsically motivated, actively engaged and non-literal. In other words, children play because they want to, and the doing is the point.
Process versus product
The difference is easiest to see side by side.
| Process-focused | Product-focused | |
|---|---|---|
| Goal | Exploring and experimenting | Making a specific result |
| Adult role | Sets up materials, observes, asks open questions | Gives steps and shows a model |
| Materials | Open-ended: paint, clay, blocks, loose parts | Kits, templates, pre-cut shapes |
| Mistakes | Part of learning | Often seen as errors to fix |
| Outcome | Different for every child | Similar across children |
Both have a place. Following instructions to make a card for a relative is a fine activity. The point is that children also need plenty of time for open-ended exploration.
Process-oriented play examples
Art
- Painting with brushes, sponges, spatulas, forks or whisks.
- Pressing a fresh sheet of paper into wet paint to make prints.
- Collage with torn paper, fabric scraps and glue.
- Working with clay or playdough without a model to copy.
Sensory play
- Scooping and pouring sand or water with cups, funnels and spoons.
- Mixing cornstarch and water.
- Exploring playdough with rolling pins and cutters.
Blocks and loose parts
- Building freely with blocks of different shapes and materials.
- Using egg cartons, craft sticks, ribbon and spools to make whatever the child imagines.
- Testing a ramp to see how high it can go before it topples.
Outdoor play
- Making mud pies or digging in the soil.
- Collecting leaves, sticks and stones and arranging them.
- Splashing in puddles.
Pretend play
- Acting out a restaurant, a shop or a family. See our imitative play examples for age-by-age ideas.
- Telling a story with figures and building materials.
Process-oriented art for preschoolers
Process art often works well with preschoolers because it needs few skills and no special training. A simple approach:
- Gather safe, everyday items such as kitchen utensils, cardboard tubes, egg cartons, paper and washable paint.
- Choose a space where mess is acceptable. A table is helpful but not required, and some children work more actively when they can move around.
- Introduce the materials and let the child explore.
- Avoid showing a sample or telling them what to make.
- Show interest in what they do rather than naming what it “is.”
A child who squeezes out a lot of paint and then presses paper into it is making prints, whether or not they know the name for the technique. The adult’s job is to let that happen.
Setting up the environment
Some teachers describe this as a “yes-environment,” where children can try ideas without constantly hearing “no.” This does not mean anything goes. It means preparing the space so that fewer things need to be refused.
- Time. Allow enough time that children are not rushed. Being rushed can stop a child from exploring a material fully.
- Choice. Let children decide how to use materials, and when they are finished. One child may paint one line; another may cover the page.
- Abundance. Have enough paint, paper and brushes that children do not have to compete for them.
- Mess. Keep towels, a bucket of soapy water and spare clothes handy so messy play feels supported.
- Mistakes. Trial and error helps children learn to try again, solve problems and ask for help.
What adults can say and do
Instead of asking “What is it?” or “Is that all?”, try open comments and questions that show interest:
- “I wonder what this could be.”
- “I see you used a lot of blue. Tell me about it.”
- “I notice how carefully you placed that.”
- “What would happen if you tried it a different way?”
- “What is your favorite part?”
The aim is to encourage curiosity and acknowledge effort, without steering the result.
Process-oriented assessment and play skills
Teachers often ask about process-oriented assessment. In early childhood settings, this usually means observing what children do while they play rather than judging a finished product. It can include short written notes, photos, or samples of work collected over time. A teacher might note, for example, that a child:
- Tried several ways to make a tower stable.
- Asked a classmate for help with a task.
- Took turns when sharing materials.
- Used words to explain what they were making.
Play skills that teachers commonly look for include problem solving, cooperation, communication, creativity, persistence and fine motor control. Some early childhood sources group these under headings such as collaboration, communication, critical thinking, creativity and confidence. Check your own curriculum or setting for the specific framework it uses.
The four types of play
The answer to “what are the four major types of play?” depends on the framework. One commonly cited set is functional play, constructive play, dramatic (pretend) play and games with rules. Process-oriented approaches can apply to any of them, since the key idea is that the child leads the exploration. For more detail on pretend play specifically, see our page on imitative play examples.
Older children can carry the same spirit into drama activities. Open-ended role play often leads naturally to improvisation in drama, where nothing is scripted and the experience of making the scene is the point.
Quick answers
What are some examples of process-oriented art for preschoolers? Painting with household tools, making prints, collage with scraps, and open-ended clay work, all without a model to copy.
Can you give me some examples of play skills? Examples include taking turns, solving problems with blocks, sharing materials, using words to describe an idea, and trying again after a mistake.
What are some examples of process-oriented assessment? Anecdotal notes, photos and work samples that record what a child did and tried over time.
What are the four major types of play? A commonly cited set is functional, constructive, dramatic and games with rules, though other frameworks exist.